Researching Teaching and Learning 2 Assignment 3

102097: Researching Teaching and Learning 2 Blake Chandler: 17534550
Researching Teaching and Learning 2

Assignment 3-Contribution/Resources
Contents
Video URL........................................................................................2
Overview of Findings........................................................................2
Data Collection..................................................................................3
Consent Forms...................................................................................15
Contribution Forms............................................................................21
Appendices/Resource.........................................................................37
References..........................................................................................39
1
Video URL
https://www.youtube.com/watch?v=JMxtNpIk9BY&feature=youtu.be&fbclid=IwAR1LdxnVaOJ6ynli
WNOIo-uzFQX-10j2eu3p2Lvsok1fHKxwMwWnUpoLtcg&ab_channel=SamHigginson
Overview of Findings
Blake Transitional Student Influence Teacher Influence Limited research

Chandler: lessons
17534550 -Student input within -Quality teacher -There is little
-Students classrooms can practices have a vast research that
engagement is improve engagement improvement on highlights the
higher in practical within the planning of student engagement comparison in
lessons as opposed theory and practical regardless on lesson transitional lessons
to theory based lessons types. types and teaching practices
-Students academic for students.
learning is higher
in theory based
lessons.
Literature review:
Student engagement is vastly different from class to class, practical and theory lessons do have connecting
themes when it comes to teaching practices such as: teacher directed and student centred learning, however
these practices are more common in either practical or theory classes. For example theory based lessons
tended to use a teacher directed approaches while practical and physical based classes used student centred
and teacher explanation practices. Overall practical lessons had a much higher student engagement when
compared to theory-based lessons, however the information and quality of learning was higher in theory-
based lessons even though the engagement was not always the best.
Observation:
There were re-occurring trends in terms of teaching practices, for example teacher directed approaches
occurred in both theory and practical lessons however, more common among theory style lessons. Also
lessons that utilized a larger range of different teaching approaches had higher student engagement as the
teaching catered for a larger group of students. There were also instances where practical lessons used
methods that did not occur at all in theory based lessons such as: student centred learning. It's important to
note practical lessons had a much higher student engagement than theory lessons
2
Data Collection
Direct Observational Cover Sheet
Date: 25/09/19- 28/09/18

Start/End Time: Start: 8:00 am
End: 3:00 pm
Observer: Blake Chandler
Teacher: Matthew Ryan, Tyla Gambell, Angie Dyrka, Anton Zuliani and Jayson
Mondinos
Subject: Personal development, health and physical education (PDHPE)
Class level: Stage 5
Grade: Year 9
Transitional Lesson (e.g. Theory and practical
Practical/Theory):
General School Description:

Nepean High school is a creative arts school that’s is aimed to develop students within performing arts
and sports, the school has highly diversity students ranging from high achieves to low academic learners.
Overall the school does pride itself on developing students in many different areas of academia as well
as providing grounds for gifted students to grow and expand in their talented area.
Observational Coding Key

Setting Classroom Engagement Teacher Practices
Mark 1 section for each area Mark 1 section for each area Mark 1 section for each area
observed. observed. observed.
I =Theory H= Highly engaged (More than Teaching Approaches
O= Practical 80%) TD= Teacher directed
M= Mostly engaged (70%) S= Student centred
Class size ME= Moderate engagement E= Teacher explanation
SC= Small class (10-15 students) (50%) P= Problem based leaning
MC= Medium class (15-25) L= Low engagement (less than W= Writing based
LC=Large class (26 or more 50%) PA= Physical based
students) IC= Technology based (ICT)
Q= Questions based
Other Practices
OT= Other methods used
(State)
3
Category of Items with definitions
Symbol Item Definition

Setting of class
I Theory Students conduct in school work from more theoretical means
throughout the whole lesson
O Practical Students conduct in hands on practical means throughout the whole
lesson
Class size
SC Small class Students consist of 10-15 total students
MC Medium class Students consist of 16-25 total students
LC Large class Students consist of 26 or more total students
Classroom Engagement
H Highly engaged More than 80% of students are engaged in the whole lesson
M Mostly engaged More than 60% of students are engaged in the whole lesson
ME Moderate More than 50% of students are engaged in the whole lesson
engagement
L Low engagement Less than 50% of students are engaged in the whole lesson
Teacher Practices
Teaching Approaches
TD Teacher directed Teacher utilises direct methods of teaching that involve verbal
instruction and teacher explanation
S Student centred Teacher works as a facilitator for student learning giving open-
ended questioning and allowing student input.
E Teacher Teacher explains and breaks down content prior to activities
explanation
P Problem based Teacher gives students tasks that require high order thinking and
learning student problem solving abilities.
Q Questions based Lesson mainly uses question and answer style activities
W Writing based Lesson mainly uses reading and writing activities
PA Physical based Lesson mainly utilises physical exercise and game based activities
IC Technology based Teacher uses a range of ICT during the lesson such as: videos,
(ICT) laptops and websites
Other Practices
OT Other methods State the method that was used by the teacher if not listed above
used
Other Notes:
4
Coding Sheet for Lesson Observation

Circle the codes that are appropriate to each lesson
Lesson Setting Class Size Classroom Teaching Approaches Other Practices (Specify)
Engagement
1 IO SC MC LC H M ME L TD S E P W PA IC Q OT-
4 IO SC MC LC H M ME L TD S E P W PA IC Q OT- Mixture of ICT and

verbal Instructions.
*Setting: I =Theory O= Practical Class Size: SC= Small class (10-15 students) MC= Medium class (15-
25) LC=Large class (26 or more students) Classroom Engagement: H= Highly engaged (More than
80%) M= Mostly engaged (70%) ME= Moderate engagement (50%) L= Low engagement (less than 50%)
Teaching Approaches: TD= Teacher directed S= Student centred E= Teacher explanation P= Problem
based leaning W= Writing based PA= Physical based IC= Technology based (ICT) Q= Questions based
Social Approaches: PR= Positive reinforcement SU= Supervision F= Feedback Other Practices: OT=
Other methods used (State).
Other Notes:
5 x Teachers = 1 x Practical, 1 x Theory lesson each.
5
Observation Summary
Total Number of Lessons Observed: 10
Total Number of Minutes Observed: 600
Number of Occurring Instances
Tally the number of times each Item occurred
Item Practical Theory
Number of Lessons 5 5
Class Size
Small class - -
Medium class 4 4
Large class 1 -
Class Engagement
Highly Engaged 3 -
Mostly engaged 2 -
Moderate Engagement - 2
Low Engagement - 2
Teaching Approaches
Teacher Directed 2 5
Student Centred 2
Teacher Explanation 3 1
Problem Based Learning - -
Question Based - 4
Writing Based - 5
Physical Based 5 1
Technology Based (ICT) - 2
Other Practices
Other Methods Used Mixture of
ICT and
verbal
Instructions
.
Other Notes:
6
Psychological engagement
I look forward going to school I feel I belong to this school
Strongly Disagee Disagree Neutral Strongly Disagee Disagree Neutral

Agree Strongly Agree Agree Strongly Agree
When I’m in school I feel happy
Strongly Disagee Disagree Neutral

Agree Strongly Agree
Behavioural engagement
I work very hard during class I pay attention in most of my

classes
Strongly Disagee Disagree Neutral Strongly Disagee Disagree Neutral

Agree Strongly Agree Agree Strongly Agree
7
Establishing Structure
My teachers explain the reasons My teachers make clear what

for our classroom rules they expect of my classwork
Strongly Disagee Disagree

Strongly Disagee Disagree Neutral Neutral Agree
Agree Strongly Agree Strongly Agree
Autonomy
My teachers want to know what I

think about how we should do
things in class

Involvement
My teachers try to get to know My teachers are interested in

me personally my future
0 0
1 2 3 2
1
4 4
3
Strongly Disagee Disagree

My teachers are interested in
Strongly Disagee Disagree Neutral Neutral Agree
my well-being
Agree Strongly Agree Strongly Agree
0 0

8
The 11-question survey was distributed to 10 students at a high school in Western Sydney. The
11 questions were strategically selected. They fall under the three teacher support areas of
establishing structure, autonomy and positive involvement as well as including questions, which
gaged students psychological and behavioural engagement.
The results showed a strong correlation between areas of teacher support and psychological and
behavioural engagement.
It was found that majority of students who agreed and strongly agreed to the questions relating to
teachers establishing structure within the classroom, autonomy and displayed positive involvement
answered strongly in the questions regarding behavioural and psychological engagement. This
means that students who have positive teacher-student relationships are more likely to engage in
school work and feel they belong to the school. Therefore, the research supports the studies in the
literature review. Further studies should be conducted to assess whether psychological
engagement is linked with school attendance.
9
10
11
12
13
14
Teacher/Student Consent Form
Dear Potential Participant:
I am working on a project titled ‘Maintaining consistent student engagement in contemporary high schools’
for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project,
I am collecting information to help inform the design of a teacher research proposal. The main purpose for
conducting this study is to understand patterns of change in student engagement based on different
transitional lessons (I.e. Practical and theory) and the influence of teacher practice within Personal
development, health and physical education (PDHPE). The study will require a researcher to sit in on
PDHPE lessons and make notes based on an observational data collection process, to determine any
influence on lessons and teaching practice.
By signing this form and participating in this observation, I acknowledge that:
 I have been shown the observation protocol and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the times involved have been explained to me, and any
questions I have about the project have been answered to my satisfaction.
 I consent to being observed during PDHPE lessons.
 I understand that my involvement is confidential and that the information gained during this data
collection experience will only be reported within the confines of the ‘Researching Teaching and
Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship with
the researcher/s, now or in the future.
By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
15
16
17
18
19
20
Group Contribution Name: Blake Chandler
Explain your contribution to the group:
How did you contribute to:
 Identifying group and individual topics?
Group Topic Maintaining consistent student engagement in contemporary high schools.

Teacher Influence on student engagement in transitional lessons within
Blake Chandler 17534550 PDHPE. (Observation)
Impact of segmented tasks throughout a lesson in order to maintain student
Joel Caruana 18093591 engagement (Interview)
How is collaborative learning utilised to create engagement in the
Sam Higginson 18934292 classroom? (Survey)
How does the 5E model maintain student engagement in science lessons
Loretta Gazzera 17995069 (Survey)
Maintaining student engagement in transitional science lessons using
Helen Asokan 18042085 various pedagogies (Survey)
 Developing and implementing the intervention?
The implementation of the intervention was created as a group with most member of the group contributing
their findings of data. The intervention is based around Project based learning and will be implemented in a
cross sectional fashion to determine if change has occurred in the school. The intervention aims to improve
some of the areas of concern that was shown among reoccurrences between out data and research (see
Appendices 1). The action research layout was also created as a group and I developed the layout for the
video (See Appendices 2) this was done to determine we should implemented the intervention slowly to
increase changes.
 Collecting and analysing preliminary data?
I collected the data through observation, which was used, as one of our primary collection protocols, this
was conducted through the use 10 different PDHPE lesson over 5 different teachers classes. The following
results of this data collection can be seen above. The analysing of data was done though my own personal
21
notes, however this was also discussed in the group to determine any linking themes. The data was collected
at Nepean High School among the PDHPE faculty to keep the findings consistent among classes.
 Developing the research presentation?
I wrote out all the sections of my personal data collection and literature review that was spoken about in the
video and also contributed my personal research from the data collection that I found. I edited the complete
video along with Sam, including everyone sections, title pages etc. I also developed the key research links
and slides/pictures that go along with the video (See appendices 1 & 2).
How did you interact with the other group members?
Overall the group had very good interaction, with all members showing up to all the planned meetings
and implementing some sort of contribution in all aspects, this includes: Video editing, filming, script
writing and personal research/data collection. I found no issues with anyone in the group as every
member pulled their weight as some point in the creation of the video.
22
Fill out the following rubric for each of your group members:
Group Member: Helen Asokan
5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution
5 4 3 2 1
Took 
leadership role
when needed
Contributed 
ideas and
knowledge
Polite and 
respectful to all
members
Completed 
individual tasks
Completed 
tasks on time
Explain scores of 1, 2, or 3.
Group Member: Sam Higginson
5 4 3 2 1
Took 
leadership role
when needed
Contributed 
ideas and
knowledge
Polite and 
respectful to all
members
Completed 
individual tasks
Completed 
tasks on time
23
Group Member: Joel Caruana
5 4 3 2 1
Took 
leadership role
when needed
Contributed 
ideas and
knowledge
Polite and 
respectful to all
members
Completed 
individual tasks
Completed 
tasks on time
Group Member: Loretta Penelope
5 4 3 2 1
Took 
leadership role
when needed
Contributed 
ideas and
knowledge
Polite and 
respectful to all
members
Completed 
individual tasks
Completed 
tasks on time
24
Group Contribution Name: Sam Higginson
I contributed to the group topic by assisting with the discussion revolving around student engagement.
Ensuring that our topic was broad enough to have subtopics whilst still having a central focus of student
engagement. This also filtered into the design our individual topics, however, we discussed our ideas
openly so that we did not research the same subtopic
I contributed to the development and implementation of the intervention by recognising the common
themes between our literature reviews. This was also done as a group discussion so that we could
accurately establish an intervention strategy that addressed all of our subtopics.
 Collecting and analysing preliminary data?
I contributed to the collection and analysation of the preliminary data by ensuring that my data was
collected ethically before the group met to discuss the results.
I contributed to the research presentation by proposing ideas for its structure and design. I also assisted
with the video editing of the presentation.
I interacted with the other group members in a warm and friendly way, being respectful as members
stated their opinions and ideas throughout this group project.
25
Group Member: __Helen Asokan_____________________________________________
5 4 3 2 1
Took leadership
role when X
needed
Contributed
ideas and X
knowledge
Polite and
respectful to all X
members
Completed
individual tasks X
Completed tasks
on time X
Group Member: __Joel Caruana_____________________________________________
5 4 3 2 1
Took leadership
role when X
needed
Contributed
ideas and X
knowledge
Polite and
respectful to all X
members
Completed
individual tasks X
Completed tasks
on time X
26
Group Member: ___Blake Chandler_____________________________________________
5 4 3 2 1
Took leadership
role when X
needed
Contributed
ideas and X
knowledge
Polite and
respectful to all X
members
Completed
individual tasks X
Completed tasks
on time X
Group Member: ___Loretta Gazzera____________________________________________
5 4 3 2 1
Took leadership
role when X
needed
Contributed
ideas and X
knowledge
Polite and
respectful to all X
members
Completed
individual tasks X
Completed tasks
on time X
27
Group Contribution Name: Helen Asokan (18042085)
Provided some research on topics that we could consider to make sure we choose a good topic. Kept
adding new ideas to information from research onto the google document. Started to write up the
script for the video recording. Wrote up the summaries for literature review and data review.
Provided background research and started to write it u for the script. Equally took part in group
meeting where we all formed around a white board to draw conclusions to our intervention.
Explained what PBL (Project Based Learning) is and created scenarios to explain in the video
 Collecting and analyzing preliminary data?
Drew up some charts to further explain some data retrieved from surveys conducted by myself as
well. Formed explanations and conclusions based on trends and evaluated the use of flipped
classroom to maintain engagement.
Equally contributed to all meetings held on campus and at houses of team mates. Contributing the
running document on google and continuously editing and making amendments after meetings
Interacted with everyone really well! We were all motivated to not leave it till the end and finish it
well before the due date. I had no issues with any of the members- we worked really well together and
got things completed weeks prior to due date. There were several discussions prior to filming the
actual video to sort through data and synthesis of literature. We were on the same page and it was
smooth sailing.
28
Group Member: ______loretta Gazzera
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
Group Member: ____Blake Chandler
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
29
Group Member: ____________Joel Caruana____________________________________
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
Group Member: _Sam Higginson
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
30
Group Contribution Name: Loretta Gazzera

During face to face tutorials and communicating online via our Facebook chat, I contributed to the
group’s decisions. I assisted with research about our overarching topic and then though how we could
break it down into individual questions.
I attended a group meeting where we discussed the implementation and intervention strategy. I
collaborated and voiced my opinion with my group members about what implementation we should
use which addressed all of our findings.
I collected and analysed my own data through the online questionnaires and wrote a summary of it
for the video.

I contributed to the research presentation by meeting up with my group completing my individual
tasks on time and filming.
I interacted with my group members well. We were all friendly and supportive. We were willing to
listen to the opinions of others and shared the work evenly.
Group Member: Helen Asokan
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
31
Group Member: Sam Higginson
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
Group Member: Blake Chandler
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
32
Group Member: Joel Caruana
5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to all
members
Completed X
individual tasks
Completed X
tasks on time
33
Group Contribution Name: Joel Caruana 18093591
We worked collaboratively to brainstorm and identify our research topic of ‘maintaining greater
student engagement’. From here, we broke down the research topic into areas of interest and
specifically to fit relevant subtopics within our individual KLA’s.
As I did not attend a practicum this semester, my intervention was based on retrospect perspective
from 2 former students, and 1 current teacher. A brief relaxed, open interview was conducted,
targeting the specific areas of ‘segmentation’ and ‘student engagement’
Data was collected and analyzed independently by each researcher. The group then came together to
share their findings, to then collaborate/formulate how the data related to the research project.
Pour group utilized my home, whereby, we congregated and used iMovie and some short slides to
create our video
 How did you interact with the other group members?
Our group worked as a cohesive unit, each member having positive and productive relationships.
34
Group Member: _Blake Chandler _____17534550__________________________________________
5 4 3 2 1
Took 5
leadership role
when needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 5
individual tasks
Completed 5
tasks on time
1. Blake was always ready to lead whenever called upon. Often coordinating
with individual members, in order to produce team collaboration.
Additionally, I believe this role was fulfilled by all members throughout the
project.
Group Member: __Loretta Gazzera___17995069___________________________________________
5 4 3 2 1
Took 5
leadership role
when needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 5
individual tasks
Completed 5
tasks on time
2. On a plethora of occasions, Loretta contributed and produce high level

academic ideas and knowledge toward the project. Her approach to
contribution was always professional and respectful towards others ideas.
project.
35
Group Member: __Helen Asokan__18042085____________________________________________
5 4 3 2 1
Took 5
leadership role
when needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 5
individual tasks
Completed 5
tasks on time
3. Helen is one of the most selfless and kind people I have ever had the
pleasure of completing a group assignment with. She always made sure that
the groups energy level was kept at a productive level. Oh, and she bought
snacks, lots of snacks. Additionally, I believe this role was fulfilled by all
members throughout the project
Group Member: ___Sam Higginson_____18934293________________________________________
5 4 3 2 1
Took 5
leadership role
when needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 5
individual tasks
Completed 5
tasks on time
1. Sam took on the terrifying role of editing and finalizing the groups video
(among various other tasks), even though he had no prior experience in
doing so. He stepped up, and delivered a product nothing short of amazing.
project
36
Appendices
Appendices 1:
37
Appendices 2:
38
References
Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using observational data to provide
performance feedback to teachers: A high school case study. Preventing School Failure: Alternative
Education for Children and Youth, 53(2), 95-104.
Cope, D. G. (2014). Methods and meanings: credibility and trustworthiness of qualitative research.
In Oncology nursing forum (Vol. 41, No. 1).
Gore, J. M., Ladwig, J. G., Amosa, W., & Griffiths, T. (2008). On the status and quality of Physical
Education as school subject: An empirical study of classroom and assessment practice. In Australian
Association for Research in Education Annual Conference.
Harris, L. R. (2008). A phenomenographic investigation of teacher conceptions of student engagement in
learning. The Australian Educational Researcher, 35(1), 57-79.
VanderWeele, T. J., & Ding, P. (2017). Sensitivity analysis in observational research: introducing the E-
value. Annals of internal medicine, 167(4), 268-274.
Woods, L. L., Sylvester, L., & Martin, J. E. (2010). Student-directed transition planning: Increasing student
knowledge and self-efficacy in the transition planning process. Career Development for Exceptional
Individuals, 33(2), 106-114
39

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102097: Researching Teaching and Learning 2 Blake Chandler: 17534550

Researching Teaching and Learning 2

Blake Transitional Student Influence Teacher Influence Limited research

Direct Observational Cover Sheet

Date: 25/09/19- 28/09/18

General School Description:

Observational Coding Key

Category of Items with definitions

Symbol Item Definition

Coding Sheet for Lesson Observation

4 IO SC MC LC H M ME L TD S E P W PA IC Q OT- Mixture of ICT and

5 x Teachers = 1 x Practical, 1 x Theory lesson each.

Strongly Disagee Disagree Neutral Strongly Disagee Disagree Neutral

When I’m in school I feel happy

Strongly Disagee Disagree Neutral

I work very hard during class I pay attention in most of my

Strongly Disagee Disagree Neutral Strongly Disagee Disagree Neutral

My teachers explain the reasons My teachers make clear what

Strongly Disagee Disagree

My teachers want to know what I

Strongly Disagee Disagree Neutral

My teachers try to get to know My teachers are interested in

Strongly Disagee Disagree

Strongly Disagee Disagree Neutral

gaged students psychological and behavioural engagement.

literature review. Further studies should be conducted to assess whether psychological

engagement is linked with school attendance.

Teacher/Student Consent Form

Dear Potential Participant:

By signing this form and participating in this observation, I acknowledge that:

Group Contribution Name: Blake Chandler

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

Group Topic Maintaining consistent student engagement in contemporary high schools.

 Developing and implementing the intervention?

 Collecting and analysing preliminary data?

 Developing the research presentation?

How did you interact with the other group members?

Group Member: Helen Asokan

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Sam Higginson

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Joel Caruana

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Loretta Penelope

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Contribution Name: Sam Higginson

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

 Developing and implementing the intervention?

 Collecting and analysing preliminary data?

 Developing the research presentation?

How did you interact with the other group members?

Group Member: __Helen Asokan_____________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: __Joel Caruana_____________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: ___Blake Chandler_____________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: ___Loretta Gazzera____________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Helen Asokan___________________________________________

Group Member: Joel Caruana___________________________________________

Group Member: _Blake Chandler___________________________________________

Group Member: _Loretta Gazzera__________________________________________

Group Member: _Blake Chandler _17534550______________________________________

Group Member: Loretta Gazzera_17995069___________________________________________

Group Member: Helen Asokan18042085____________________________________________

Group Member: _Sam Higginson_18934293______________________________________